EDF4610 Identifying key ideas in publications

Read 4 abstracts and identify the key ideas of these publications. Complete a synthesis matrix taking into account the relationships between these ideas.

Article 1:  Alverman, D. (2002). Effective literacy instruction for adolescents.

Abstract

This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page (http://nrc.oakland.edu), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.

Article 2: Moje, M., et. al. (2008). The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries. 

Abstract

In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school. However, only reading novels on a regular basis outside of school is shown to have a positive relationship to academic achievement as measured by school grades. This article describes how adolescents read texts that are embedded in social networks, allowing them to build social capital. Conclusions are framed in terms of the mysteries that remain — namely, how to build on what motivates adolescents' literacy practices in order to both promote the building of their social selves and improve their academic outcomes.

Article 3: Mills, K. (2010). Shrek meets Vygotsky: Rethinking adolescents' multimodal literacy practices in schools

Abstract

Recent research has emphasized the multimodal and digital nature of adolescent literacy practices. These practices cross multiple social spaces, particularly settings outside of schools. This article re-examines current research to yield three caveats that counter assumptions about the pervasiveness, relevance, and spontaneity of youths' multimodal practices in the digital communications environment: (1) It is incorrect to assume that today's adolescents are all “digital natives” (2) Engaging adolescents in multimodal textual practices must involve more than conforming the curriculum to their interests and practices—it should extend students' repertoire of skills and genres; and (3) Although some new multimodal practices are taken up by adolescents with minimal instruction in informal contexts, greater emphasis should be placed on expert scaffolding of these literacies in school settings.

Article 4: Fisher, D & Ivey, G. (2006). Evaluating the Interventions for Struggling Adolescent Readers

Abstract

Struggling adolescent readers need interventions that provide them with opportunities to read more and to read better. The authors examine two case studies of interventions at work and propose criteria on which to evaluate intervention programs. Their review of the evidence on these programs for struggling adolescent readers suggests that at least five factors must be present for the intervention to matter (1) The teacher should play a critical role in assessment and instruction; (2) The intervention should reflect a comprehensive approach to reading and writing; (3) Reading and writing in the intervention should be engaging; (4) Interventions should be driven by useful and relevant assessments;(5) Interventions should include significant opportunities for authentic reading and writing.